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Fluency 2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007) Objective e student will read with proper phrasing, intonation, and expression in connected text. Materials Tape player Headphones Cassette tape Choose or make tapes of a book or passage on students’ instructional reading level. Book or paper copy of reading passage Activity Students practice reading fluently by reading along with a tape-recorded book. 1. Place the tape player, headphones, and cassette tape at the center. Provide each student with a copy of the text. 2. e student listens to the tape and follows along in the text. 3. Rewinds and reads with the tape, emphasizing phrasing, intonation, and expression. 4. Practices reading the text without the tape, emphasizing phrasing, intonation, and expression. 5. Self-check Extensions and Adaptations Read the text or passage to other students at the center. Choral read the text with a partner. Connected Text Listen and Read F.020

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Fluency

2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)

ObjectiveThe student will read with proper phrasing, intonation, and expression in connected text.

Materials Tape player Headphones Cassette tape Choose or make tapes of a book or passage on students’ instructional reading level. Book or paper copy of reading passage

ActivityStudents practice reading fluently by reading along with a tape-recorded book.1. Place the tape player, headphones, and cassette tape at the center. Provide each student with a copy of the text.2. The student listens to the tape and follows along in the text.3. Rewinds and reads with the tape, emphasizing phrasing, intonation, and expression.4. Practices reading the text without the tape, emphasizing phrasing, intonation, and expression. 5. Self-check

Extensions and Adaptations Read the text or passage to other students at the center. Choral read the text with a partner.

Connected TextListen and Read

F.020

Fluency

2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)

ObjectiveThe student will gain speed and accuracy and read with proper phrasing, intonation, and expression.

Materials Computer Headphones Computer software Choose fluency-based computer software on students’ instructional level.

ActivityStudents interact with fluency passages at the computer center.1. Place the computer software and headphones at the computer center.2. The student listens to passages and interacts with fluency-based software at the computer center.3. Progresses to the next level and continues to follow instructions.4. Self-check

Extensions and Adaptations Use various reading-related computer software programs.

F.021Connected TextReading Wiz

Fluency

2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)

ObjectiveThe student will gain speed and accuracy in reading connected text.

Materials Passages, book, or text Select text within students’ instructional-independent reading level range.

ActivityStudents reread texts with a partner.1. Provide a text for each student.2. Taking turns, students alternate reading sentences and providing assistance to each other.3. Continue to read until the entire text has been read. 4. Reread the text multiple times attempting to gain speed and accuracy. 5. Read entire text to each other.6. Peer evaluation

Extensions and Adaptations Take turns reading by paragraphs. Use a timer to increase speed.

F.022 Connected TextTwo To Read

Fluency

2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)

Extensions and Adaptations Copy text on overhead transparency and one student leads the choral reading by swooping under the designated phrases.

ObjectiveThe student will gain speed and accuracy in reading connected text.

Materials Text Choose stories within students’ instructional-independent reading level range. One copy for each student. ActivityStudents read text in unison.1. Provide each student with a copy of the selected text.2. Taking turns, a student is designated as the group leader.3. Begins reading and the others choral read along.4. Change roles, allowing each student to lead the group, and reread. 5. Peer evaluation

F.023Connected TextAll Together Now

Fluency

2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)

ObjectiveThe student will gain speed and accuracy in reading connected text.

Materials Set of books or passages Choose books or passages within lower performing students’ instructional-independent reading level range. Indicate the length of the text to be read at a time by using bookmarks or stickies.

ActivityStudents practice reading fluently by reading text with a partner.1. Rank students by reading ability from highest performing to lowest performing. Split the class in half and pair the top ranked high-performing student with the top ranked low-performing student. Continue pairing in that order.2. Provide each student with a copy of the text. 3. Working in pairs, student one (the higher-performing student) reads the assigned length of text aloud. Student two (the lower-performing student) reads alongs silently.4. Student two rereads the same text while student one assists.5. Continue the activity until the entire text has been read.6. Reread the text several times. 7. Peer evaluation

Extensions and Adaptations After reading, answer comprehension questions. Retell the story with a partner. For example, student one asks, “What happened first?” Student two answers. Student one asks, “What happened next?” Student two answers. Student two continues questioning until student one has retold the entire story in sequence.

F.024 Connected TextI Read, You Read

Fluency

2006 The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities: Fluency

ObjectiveThe student will gain speed and accuracy in reading connected text.

Materials Set of books or connected text Choose book passages or other text within students’ instructional-independent reading level range. Make two copies and laminate. Indicate the number of words in text. Reading record (Activity Master F.025.SS1) Words correct per minute graph (Activity Master F.025.SS2) This graph can be used to record 60-90 words correct per minute. Other graphs to record 30-60 and 90-120 words correct per minute can be found at F.008.SS1 and F.025.SS3. Pencils Timer (e.g., digital) Vis-à-Vis® markers

ActivityStudents time repeated readings and graph words correct per minute.1. Provide each student with a copy of the text, reading record, and words correct per minute graph. Place the timer at the center.2. Working in pairs, student one sets the timer for one minute and orally reads the text. Student two follows along, using a Vis-à-Vis® marker to mark words read incorrectly.3. Continue reading until timer goes off. Student one completes the reading record and words correct per minute graph with the assistance of student two. 4. Student one rereads the text two more times, attempting to increase speed and accuracy. 5. Reverse roles and continue the activity.6. Peer evaluation

F.025Connected TextRead and Read Again

Extensions and Adaptations Use copies of text and mark difficult words for later explanation. Use graph with more fluent readers (Activity Master F.025.SS3).

F.025.SS1 Read and Read Again

Name

2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)

F.025.SS1 Read and Read Again

Number of words read:

Subtract number of errors:

Number of words correct per minute:

1st Reading

Number of words read:

Subtract number of errors:

Number of words correct per minute:

2nd Reading

Number of words read:

Subtract number of errors:

Number of words correct per minute:

3rd Reading

Title:

Date: Pages Read:

Name

2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)

F.025.SS2Read and Read Again

Words Correct Per Minute

898887868584838281807978777675747372717069686766656463626160

90

1st try 2nd try 3rd try 4th try 5th try

Name

2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)

F.025.SS3 Read and Read Again

Words Correct Per Minute

11911811711611511411311211111010910810710610510410310210110099989796959493929190

120

1st try 2nd try 3rd try 4th try 5th try

Fluency

2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)

F.026Connected TextPlay It Up!

ObjectiveThe student will read with proper phrasing, intonation, and expression in connected text.

Materials Readers Theatre script Choose stories with dialogue rich text and develop scripts within students’ instructional-independent reading level range or locate appropriate scripts on the Internet.

Activity Students rehearse and read text using a reader’s theatre format.1. Provide scripts for each student with specific parts highlighted.2. Taking turns, students read assigned parts of the script while providing assistance to one another with unknown words and/or phrasing, intonation, and expression.3. Change characters and continue until every student has a turn reading each part. 4. Peer evaluation

Extensions and Adaptations Students write plays to use for Readers Theatre. Perform for class. Increase the reading difficulty of the scripts.

Narrator: Once upon a time there were three bears who lived in a house in the woods.

Baby Bear: I’m Baby Bear.

Momma Bear: I’m Momma Bear.

Papa Bear: I’m Papa Bear.

Narrator: They each had a bowl for their porridge.

Baby Bear: I have a little wee bowl.

Momma Bear: I have a medium-sized bowl.

Papa Bear: I have a great big bowl.

Narrator: They each had a chair to sit in.

Baby Bear: I have a little wee chair.

Momma Bear: I have a medium-sized chair.

Papa Bear: I have a great big chair.

Narrator: And they each had a bed to sleep in.

Fluency

2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)

Extensions and Adaptations Read the paragraphs together. Cut apart scripts from readers’ theatre. Use other different intonation and expression. Write other paragraphs to read.

F.027 Connected TextCopy Cat!

ObjectiveThe student will read with proper phrasing, intonation, and expression in connected text.

Materials Set of paragraphs Choose paragraphs within instructional-independent reading level that may be read with expression (e.g., dialogue, mood). Copy on card stock, laminate, and cut apart.

ActivityStudents read fluently by echo reading paragraphs. 1. Place the set of paragraphs at the center.2. Working in pairs, student one selects and orally reads the paragraph fluently. 3. Student two then repeats the paragraph back to student one in the same manner.4. Continue until all paragraphs have been read with proper phrasing, intonation, and expression. 5. Reverse roles and repeat the activity. 6. Peer evaluation

By the time Maria got back to the car, Diane looked up at the sky and saw the clouds growing dark. They heard thunder and then soon, drops of rain began to fall.

Fluency

2006 The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities: Fluency

ObjectiveThe student will read with proper phrasing, intonation, and expression in connected text.

Materials Poetry Choose books or passages within lower performing students’ instructional-independent reading level range. Make two copies of each poem.

ActivityStudents read poems with a partner of equal or higher reading ability.1. Rank students by reading ability from highest performing to lowest performing. Split the class in half and pair the top ranked high-performing student with the top ranked low-performing student. Continue pairing in that order.2. Provide each student with a copy of the same poem text. Students face each other. 3. Working in pairs, student one (the higher-performing student) reads the assigned poem or a stanza aloud. Student two (the lower-performing student) reads along silently.4. Student two reads the same poem or stanza while student one assists.5. Repeat the activity, rereading the poem several times. 6. Peer evaluation

Extensions and Adaptations Choral read. Discuss main idea of poem.

Connected TextPoetry Reading

F.028

Fluency

2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)

ObjectiveThe student will gain speed and accuracy in reading connected text.

Materials Word list (Activity Master F.029.AM1) Make two copies. Passage (Activity Master F.029.AM2) Make two copies.

ActivityStudents practice reading target words and then read connected text containing these words. 1. Provide each student with a word list and passage.2. Taking turns, students practice reading the word list three times each.3. Student one reads the first paragraph focusing on phrasing, intonation, and expression. 4. Student two reads the second paragraph focusing on phrasing, intonation, and expression. 5. Continue until the entire text has been read. 6. Reverse roles and repeat the activity. 7. Peer evaluation

Extensions and Adaptations Time passage reading and graph words read correctly. Use other passages according to instructional-independent reading level range.

F.029 Connected TextRapid Read

Fluency

2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)

Rapid Read F.029.AM1

bakery

breakfast

tour

kitchen

large

table

prepares

dough

listened

giant

machine

caught

whir

toward

suddenly

laugh

giggle

finished

chocolate

Word List

Fluency

2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)

The Bakery Jill and her dad went to the bakery for breakfast. Jill could see the baker

placing trays in the large oven. The baker asked Jill if she would like to get a

tour of the kitchen. Jill smiled and said, “Yes!”

The baker showed Jill and her dad the large mixer, the oven, and the

huge baker’s working table. Then the baker told them how he prepares the

dough to bake cookies. As Jill listened, the shiny switch on the giant mixing

machine caught her eye. She reached out her hand and flipped the switch.

“Whir!” went the machine.

The baker, Jill, and her dad jumped back. Chocolate cake batter

sprayed around the room and all over Jill. The baker ran toward the machine

and turned it off. Jill wanted to cry and was afraid to look at her dad or the

baker. Suddenly, the baker started to laugh. Then, Jill’s dad started to laugh.

Jill still felt bad but she began to giggle too.

Jill’s dad sat and had a cup of coffee while Jill cleaned up the

chocolate cake batter. When she was finished, she told the baker she was

sorry about making the mess. He smiled and said, “That’s okay.” Then, he

handed her a box to take with her. When she got outside the bakery, she

looked in the box to see a huge piece of chocolate cake. Jill smiled.

Rapid ReadF.029.AM2

Fluency

2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)

Extensions and Adaptations Do activity with a partner. Complete self-evaluation daily for each attribute by checking the box that best describes reading fluency (Activity Master F.030.SS2).

ObjectiveThe student will read with proper phrasing, intonation, and expression in connected text.

Materials Book or passage Choose text within students’ instructional-independent reading level range. Tape player Cassette tape Student sheet (Activity Master F.030.SS1)

ActivityStudents read and record passages on tape.1. Place the tape player and cassette tape at the center. Provide each student with a copy of the text and student sheet. 2. The student practices reading the lines of text aloud with proper phrasing, intonation, and expression. 3. Puts tape into the tape player, pushes record button, and reads the text.4. Rewinds the tape and listens. Completes “first reading” section of student sheet.5. Records second reading making improvements. Rewinds and listens to second reading. Completes “second reading” section of student sheet.6. May repeat a third time.7. Teacher evaluation

F.030Connected TextListen To Me

Name

2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)

Listen To MeF.030.SS1

1st reading

1. Did your reading sound smooth? How do you know?

_______________________________

_______________________________

_______________________________

2. Did you read with expression? How do you know?

_______________________________

_______________________________

_______________________________

3. What did you like best about your reading?

_______________________________

_______________________________

4. What do you want to do differently the next time you read the story?

_______________________________

_______________________________

_______________________________

Think about your answersand try again!

2nd reading

1. Did your reading sound smooth? How do you know?

_______________________________

_______________________________

_______________________________

2 Did you read with expression? How do you know?

_______________________________

_______________________________

_______________________________

3. What did you like best about your reading?

_______________________________

_______________________________

4. What do you want to do differently the next time you read the story?

_______________________________

_______________________________

_______________________________

Name

2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)

Listen To Me F.030.SS2

I read like a robot and did not changethe sound of my voice.

I read changing the sound of my voice some of the time.

I read changing my voice to show feeling or to sound like the character.

EXPRESSION

RATE

I read too slowly like a turtle.

I read too fast like a rabbit.

I read steady and at good rate.

ACCURACY

I read a few words correctly, but needed lots of help.

I read most of the words correctly by myself.

PHRASING

I read word by word.

I read a couple of words at a time.

I read using proper phrasing and paid attention to punctuation.

I read every word correctly by myself.

Mon. Tues. Wed. Thurs. Fri.

MY READING TODAY

Mon. Tues. Wed. Thurs. Fri.

Mon. Tues. Wed. Thurs. Fri.

Mon. Tues. Wed. Thurs. Fri.